EDUC 5313 - Week 5 Blog

 EDUC 5313 – Week 5 Blog  

Part 1:

The article reviewed for this week’s blog assignment was one written by Craig et al. (2022) studying the use of professional development (PD) opportunities to support teachers in implementing the Universal Design for Learning (UDL) framework. The UDL framework is designed to increase student engagement and create a flexible learning environment that accommodates the diverse needs of the students in today’s inclusive classrooms (Craig et al., 2022, p. 23).

While UDL is frequently referenced in many new federal policies and legislative initiatives, there is limited research on the role of professional development in facilitating its implementation (Craig et al., 2022, p.23). Without dedicated training and continuous support, educators may find it challenging to effectively apply UDL principles in their classrooms. This challenge is further compounded by the increasing time constraints on teachers, making it even more difficult to effectively implement new instructional frameworks.

Craig et al. (2022) conducted a “quasi-experimental study to examine the effect of a weeklong PD program, called the Institute, on teachers’ implementation of the UDL framework” (p.23). This study compared seventy-three district teachers who attended the Institute with seventy teachers who did not, using mixed-model repeated-measures analyses (Craig, 2022, p. 22).

The study concluded that the Institute, a weeklong evidence-based PD program, effectively enhanced teachers’ implementation of the UDL framework in their classrooms by providing support and reinforcing their skills (Craig et al., 2022). One unfortunate finding of this study is that, despite its proven effectiveness, many districts allocate limited resources for professional development, making it challenging to support their teachers implementing the UDL framework.

Part 2:

The CAST Universal Design for Learning website provides an in-depth overview of the UDL framework, offering easily accessible guidelines and practical suggestions for implementation. The framework is divided into three domains; Engagement, Representation, and Action & Expression, each further categorized into Access, Support and Executive Function to guide UDL implementation (CAST, 2024).

While each category is important, two strategies particularly align with the lesson plan I am currently developing: 8.3 – Foster collaboration, interdependence, and collective learning and 2.1 – Clarify vocabulary, symbols, and language structure (CAST, 2024). The lesson plan covers complex concepts, and I believe incorporating collaboration will enhance student engagement, while clarifying vocabulary will help bridge the gap between prior knowledge and its practical application in the lab and clinic.

Under the Engagement domain, strategy 8.3 suggests creating teams and using prompts or protocols that guide learning while encouraging questions for deeper understanding of concepts (CAST, 2024). These strategies align well with the laboratory setting in the radiology program. In the lab, students are assigned tasks to apply classroom concepts, and they enjoy collaborating with their classmates to test their understanding. The instructor guided lab fosters an interactive learning environment where students are encouraged to ask questions to ensure they fully grasp the assignment.

Strategy 2.1 under the Representation domain suggests pre-teaching vocabulary and symbols to promote connection to prior knowledge (CAST, 2022). The primary purpose of the laboratory setting in the radiology program is to provide hands-on skill implementation while reinforcing prior knowledge learned in the classroom. Students receive guided instructions for laboratory experiments designed to strengthen these connections and enhance their understanding of key concepts.

Part 3:

Digital learning tools are invaluable assets to both students and educators. However, as highlighted in the U.S. Department of Education’s 2024 National Educational Technology Plan (NETP), many digital resources remain underutilized, limiting their potential impact on teaching and learning (NETP, 2024). This document emphasizes that the active use of technology involves utilizing digital tools for learning rather than simply consuming information (NETP, 2024).

When used effectively, technology enhances engagement and empowers students to take ownership of their learning, preparing them for success in a technology-driven world. Unfortunately, just as addressed in the Craig et al. (2022) study, teachers are generally overwhelmed, and implementing UDL practices without proper professional development and ongoing support can be challenging. “Just as student need time and space to learn, grow, and reflect on their learning, so do educators” (NETP, 2024, p. 24). 

References:

CAST (2024). Universal Design for Learning Guidelines version 3.0. Retrieved from https://udlguidelines.cast.org

Office of Educational Technology. (2024). A Call to Action to Close the Technology Access, Design, and Use Divides: National Educational Technology Plan. Department of Education. http://tech.ed.gov

Stephanie L. Craig, Sean J. Smith & Bruce B. Frey (2022) Professional development with universal design for learning: supporting teachers as learners to increase the implementation of UDL, Professional Development in Education, 48(1), 22-37. DOI:10.1080/19415257.2019.1685563